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Giftedness and Talent pp 331–351Cite as

An Enigma: Barriers to the Identification of Students Who Are Gifted with a Learning Disability

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Abstract

This chapter discusses research that sought to understand the barriers to the identification of students who are gifted with a learning disability (GLD). These students are an enigma within schools and are under-represented in programmes for gifted students. A mixed method of research was used for this research, consisting of two phases that ran concurrently. In Phase 1, teachers from a Sydney Education area were surveyed. In addition, eight of the teachers were interviewed. For Phase 2, multiple case studies were undertaken. The participants were students who were identified as GLD, their families and the professionals they had consulted. The results showed that an identification protocol is needed, as well as teacher training and support from decision makers across all sectors of education. The teachers demonstrated some knowledge with regard to these students but also confusion and conflict with respect to their educational needs.

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Notes

  1. 1.

    Weschler Intelligence Scale for Children—Revised.

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Authors and Affiliations

  1. University of Wollongong, Wollongong, NSW, Australia

    Catherine Wormald

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  1. Catherine Wormald
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Correspondence to Catherine Wormald .

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Editors and Affiliations

  1. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Nadine Ballam

  2. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Roger Moltzen

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Wormald, C. (2017). An Enigma: Barriers to the Identification of Students Who Are Gifted with a Learning Disability. In: Ballam, N., Moltzen, R. (eds) Giftedness and Talent. Springer, Singapore. https://doi.org/10.1007/978-981-10-6701-3_15

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  • DOI: https://doi.org/10.1007/978-981-10-6701-3_15

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